Nursing Elites

1. Maternal high blood glucose _________.

• A. can cause Rh factor incompatibility
• B. is linked to poorer memory in early childhood
• C. is linked to low birth weight
• D. can cause the mother's blood pressure to increase sharply

Correct answer: B

Rationale: Maternal high blood glucose is linked to poorer memory in early childhood. Research has shown that exposure to high levels of maternal blood glucose during pregnancy may negatively impact a child's memory development in early childhood. This highlights the importance of managing blood glucose levels during pregnancy for the health and development of the child. Choices A, C, and D are incorrect because they do not reflect the established link between maternal high blood glucose and poorer memory in early childhood. Rh factor incompatibility is related to blood type differences between the mother and the fetus, low birth weight can be linked to various factors other than maternal blood glucose, and sharp increases in the mother's blood pressure are not directly associated with maternal high blood glucose.

2. Critics worry that fetal monitoring __________.

• A. numbs the entire lower half of the body, making it difficult to feel contractions
• B. is not helpful in detecting hidden problems with the baby
• C. identifies babies as in danger who, in fact, are not
• D. increases the likelihood of infant brain damage

Correct answer: C

Rationale: Critics worry that fetal monitoring may identify babies as in danger who, in fact, are not. This can lead to unnecessary interventions and stress for the parents. It is important to carefully consider the accuracy and benefits of fetal monitoring to avoid unnecessary harm to both the mother and the baby. Choice A is incorrect because fetal monitoring does not cause numbness in the lower half of the body. Choice B is incorrect as fetal monitoring is helpful in detecting hidden problems with the baby. Choice D is incorrect as there is no direct link between fetal monitoring and an increased likelihood of infant brain damage.

3. Self-esteem takes on a hierarchical structure in __________.

• A. toddlerhood
• B. preschool
• C. middle childhood
• D. adolescence

Correct answer: C

Rationale: In middle childhood, self-esteem becomes more differentiated and organized into a hierarchy based on various domains of competence. This period marks a time when children start to compare their abilities in different areas, such as academic performance, social skills, and physical abilities. Toddlerhood and preschool years are characterized by the development of basic self-awareness and self-concept, but self-esteem hierarchy typically emerges later in middle childhood and further solidifies in adolescence as individuals navigate complex social dynamics and personal identities.

4. Baby Azeez's limb movements are gentle. He stirs occasionally, and facial grimacing occurs. Although his eyelids are closed, occasional rapid eye movements can be seen beneath them. Azeez is most likely in which state?

• A. regular sleep
• B. drowsiness
• C. irregular sleep
• D. quiet alertness

Correct answer: C

Rationale: The description of Baby Azeez's behavior matches the characteristics of irregular sleep in a newborn. During irregular sleep, limb movements are gentle, occasional facial grimacing occurs, and rapid eye movements can be seen beneath closed eyelids. This state is also known as active sleep and is associated with dreaming in newborns. Choice A, regular sleep, is incorrect as the described behaviors are not typical of this state. Choice B, drowsiness, does not match the active movements and facial grimacing observed in Azeez. Choice D, quiet alertness, is also incorrect as it does not align with the described behaviors of limb movements, facial grimacing, and rapid eye movements.

5. Ethnographic research is directed toward understanding a culture through __________ observation.

• A. naturalistic
• B. participant
• C. systematic
• D. structured

Correct answer: B

Rationale: Ethnographic research is directed toward understanding a culture through participant observation. This type of observation involves the researcher immersing themselves in the culture being studied, actively participating in the daily activities and interactions of the group being studied. Through participant observation, researchers can gain a deep and nuanced understanding of the culture from the inside. Choice A, naturalistic observation, typically refers to observing subjects in their natural environment without interference, but it does not involve actively participating in the culture. Choice C, systematic observation, focuses on carefully planned and structured data collection methods but may not involve direct participation. Choice D, structured observation, implies a predefined set of guidelines for observation but lacks the immersive aspect of participant observation.

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